Swansea University has opted into the TEF and received a Gold award.
The second through to the fourth years of the programme are identical to the 3 year B.Sc. course. The first year (Foundation Year) will consist of 6 compulsory modules. In the first semester, students will take modules in Maths, Chemistry 1 and Chemistry Lab 1. In the second semester, they will take modules in Physics, Chemistry 2 and Chemistry Lab 2. The Maths and Physics modules will be such that the topics are taught with Chemistry context.
You will study the following set compulsory modules and select from a choice of optional modules over the course of your degree. In your final year you will take a 40-credit project module specialising in Chemistry, Materials Chemistry or Medicinal Chemistry.
The scheme will use a variety of assessment strategies.
● Written exams for in depth assessment ability to apply knowledge, as well as (in Foundation and First Year) MCQs for more directly knowledge-driven material. (Examination material will be considered carefully, and not treated as the default assessment method, with emphasis on developing a wide range of assessment, not dominated by any one strategy. However, due consideration will be given to academic integrity assurance.
● Practical lab based assessments of skills and processes. including written lab reports. These will be broken into segments will formatively write separate segments for different labs before a full summative submission during the semester. As certain experiments are more suited for this full report, the timing during the semester is flexible (experiments are designed to match the class content). However, it will be assigned before the start of each term and will not be in the same week as a presentation.
● Coursework assignments. These will naturally be driven by the module and scheme learning outcomes. However, the scheme will be considered as a whole to ensure that assignments are diverse and challenge students in a range of ways. As well as making the scheme more enjoyable, and testing/developing a wider range of general, specific and transferable skills, this strategy will ensure that no student is faced with a predominance of assessment in a form they find disproportionally challenging. Examples of this type of assessment will include but not be limited to: investigative reports, presentations, numerical and analytical work, computer-based simulation, case studies (e.g. for product or process development), research papers, posters.
● Presentations. Students will be expected to give a presentation for each module. The format of these will vary as will whether it is a group or individual presentation. The complexity will increase during the course to expand accessibility through skill development. Thus, the first presentation will be a video group presentation seen only by the staff markers. The next will be an individual video. The next will be a short group live presentation in front of one other student group, etc.
● Group work. Team-based working is standard practice in science (academic and industrial) and so students will have an opportunity to work together in small groups to learn about the particular challenges collaborative work brings. To maximise accessibility online collaboration tools will be used to ensure that group work does not rely solely on face-to-face meetings.
● Project work. Students will undertake a substantial, individual and independent,project (supervised by an appropriately-qualified academic staff member). Project work will assess and develop students' ability to: apply their knowledge and scientific practice to a substantial problem; reason about and solve a sustained series or problems; manage work over a substantial time frame (including planning and risk management); and report and record a sustained body of work over a substantial time frame (in line with standard laboratory practice).
Assessment will be designed to be both formative and summative: in general, assessment will be designed for learning, ensuring students practice/improve their expertise by applying it to authentic problems.
How to apply
If your application is completed by the following date, it’s guaranteed to be considered:
15 January*If you apply after this deadline, universities or colleges don’t have to consider your application if they’ve filled their spaces, so the sooner you apply, the better!
You will need these codes when you add a choice to your application.
|Campus name||Singleton Park Campus|
This course may be available at alternative locations, please check if other course options are available
Points of entry
The following entry points are available for this course:
International Qualifications - on a case-by-case basis with equivalence determined in consultation with the Admissions Office. Non-native English speakers will need to demonstrate IELTS 6.5 (or equivalent).
|A level||A Level Chemistry Grade D. If Maths is not being studied at AS/A Level then Grade B GCSE Maths is required.|
|Pearson BTEC Level 3 National Extended Diploma (first teaching from September 2016)||BTEC Level 3 Extended Diploma in Applied Science with MMM. Grade B in GCSE Maths required.|
|Access to HE Diploma||M: 27 credits||Access to HE (Science) with 27 Merits to include all Chemistry and Maths modules. Grade B in GCSE Maths required.|